


UNIVERSITY OF NEVADA BULLETIN 

Vol. IV '^ JANUARY 1, 1910 No. 1 

UNIVERSITY OF NEVADA 
STUDIES 



EDITED BY THE 

COMMITTEE ON PUBLICATIONS 



Volume II, Number 2 
1910 



published quarterly by the university of NEVADA 



■•nt^raph 



Note.— The University of Nevada publications are 
offered in exchange for certain periodicals and for the 
publications of learned societies and institutions, univer- 
sities, and libraries. For sample copies address the 
University Library, Reno, Nevada. 



Entered in the Post-Office at Reno, Nevada, as second-class matter, 
under Act of Congress, July 16. 1894 



University of Nevada 
Studies 



EDITED BY THE 

COMMITTEE ON PUBLICATIONS 



Volume II, Number 2 
1910 



published by the university of NEVADA 



^^^ 



,^^^,61 



The articles that appear in the University of Nevada Studies 
are contributed principally by the instructors in the University of 
Nevada, but contributions from other sources are not excluded. 

James Edward Church, Jr., 
Carl Alfred Jacobsen, 
Herbert Wynford Hill, 

Committee on Publications. 



DEC ( ^^ 



«" 



NEVADA PRESS 
RENO 



CONTENTS 

The College Curricula : A study of Required and Elective 
Courses in American Colleges and Universities 

By George Ordahl 



^M^ 



-2, 



COLLEGE CURRICULA IN 1904-5 

PART I. 

The first part of this article was written under the 
direction of the Department of Education, University of 
Oregon, in 1905, and accepted as a Masters thesis by that 
institution in 1906. Part two is a comparative study of 
the data and results then obtained with similar data col- 
lected during the first part of the present academic year. 

For several years the college curricula have been of 
supreme interest not only to educators but to the intelli- 
gent public. Since the summer of 1886 the words "pre- 
scribed" and '^elective" have become familiar terms in 
the educational periodicals. It was in May of this year 
that the struggle going on between the conservatives and 
radicals of the Harvard faculty culminated in a victory 
for the latter. 

This turn in favor of an elective system caused con- 
siderable alarm among the remaining colleges and uni- 
versities of the United States. In New England the 
dismay is best understood when we read the paper ad- 
dressed to the overseers of Harvard and signed by the 
presidents of leading institutions. The paper is a plea 
directed against the change in entrance conditions, and 
promotion to the Bachelors Degree. It was held that the 
proposed modifications would seriously affect the bearer 
of a degree, and further, would everywhere endanger the 
standing of American colleges. Outside of this imme- 
diate section of country, it was thought that the old 
label, A. B., applied to the degree of "comprehensive 
significance" would be an academic misrepresentation, 
because it would "no longer be evidence that its bearer 



2 College Curkicula 

has been instructed in both Latin and Greek." (Bush, 
G. G. Hist, of Higher Edue. in Mass., p. 168). 

Notwithstanding the opposition, the elective system 
has gained ground, and some of the institutions most 
earnest in the opposing plea, today, have an undergradu- 
ate course largely elective. Yet the struggle is by no 
means ended. The opposing sides of the controversy are 
maintained by zealous and able educators unflagging in 
behalf of their cause. On the other hand no unbiased 
effort seems to have been made to estimate the general 
trend of feeling or to give the state of public opinion on 
the matter. 

The purpose of this paper has been to determine the 
present status of public opinion with regard to ''re- 
quired" and ''elective work" in the undergraduate 
course, as far as it can be shown from a study of the cur- 
ricula in representative institutions. Not all of the 476 
colleges and universities have been treated in this study; 
but while the number included is but little more than 
one-sixth of the whole, it is believed that their signif- 
icance is much more than that fraction would indicate ; 
the State Universities are complete, and such other 
groups have been taken as would serve for a basis of 
comparison. These latter groups are representative of 
the remaining colleges and universities with the excep- 
tions of the western and southern colleges; but from a 
cursory study it is believed they would not materially 
affect the conclusions drawn — if at all there would be a 
slight gain for the conservatives. 



George Ordahl 



On basis of geographical importance and relation to 
community the 78 universities and colleges have been 
divided into groups as follows : 



Alabama 

Arkansas 

Delaware 

Florida 

Georgia 

Arizona 

Colorado 

Idaho 

Montana 

Nevada 

California 
Indiana 
Iowa 
Illinois 



Southern State Universities 

Louisiana Tennessee 

Mississippi Texas 

North Carolina Virginia 
South Carolina West Virginia 

Small Western State Universities 

New Mexico Oregon 

North Dakota South Dakota 



Oklahoma 
Wyoming 



Utah 
Washington 



Large Western State Universities 

Kansas Nebraska 

Michigan Ohio 

Minnesota Wisconsin 

Missouri 



Mills 

Mt. Holyoke 

Randolph Macon 

Smith 

Baltimore 

Amherst 

Norwich 

French 

Colby 

Boston (Catholic) 

Trinity 



Women's Colleges 

Barnard 

Rockford 

Radcliff 

Vassar 



Wells 
Wellesley 
Bryn Mawr 
Elmira 



New England Colleges 

Bowdoin Dartmouth 

Bates Brown 

St. Anselm Boston 

Holy Cross Tufts 

Clark Middleburry 

Weslyan Williams 



Large Private Endowed Universities 
Chicago Harvard Princeton 

Cornell Leland Stanford Yale 

Columbia Northwestern Johns Hopkins 

University of Pennsylvania 



4 College Cukricula 

The difficulty of obtaining satisfactory data from 
sources so different in general makeup and so varied in 
method of detail as college and university catalogues is 
not slight. Others who have attempted to collate data 
from these sources criticise them both as to matter and 
to form. The American genius is painfully evident in 
the individuality of these catalogues; beneath the hetero- 
geneity there are certain facts common to all, each has en- 
trance conditions and requirements for degrees, but there 
is no common way of stating or indexing, and frequently 
the work listed under the head ''required," is not all the 
work required, but certain conditions will be found else- 
where that in some way modify the list; further, there is 
no common unit by which the student 's work is estimated. 
Owing to this difference in terms and systems it is hardly 
possible for the following tabulations to be absolutely 
correct, however every precaution has been exercised in 
avoiding error. 

The work in the liberal arts course, with which this 
paper deals, has been classed as "required" and "elect- 
ive." The elective woi 
to the terms, "major, 
"elective requirements." Required work as tabulated 
represents the least amount prescribed for any student 
in any of the liberal arts courses; for example, if in any 
institution the classical course should prescribe four years 
Latin, a literary course three years, and a scientific course 
prescribe but two years, the latter amount would be tab- 
ulated as representing the amount of Latin that is essen- 
tial to a Baccalaureate degree. 

The "major" represents a subject that must be chosen 
at will by the student and pursued for a certain period 
of time, representing from one to three years. The 
"minor" is of the same nature as the major, usually a 
subject bearing some relation to the "major" the less in 



George Ordahl 5 

amount. ''Free eleetives" represent that work which the 
student may choose without restriction. "Elective re- 
quirements" — this term has been coined to cover that 
work open to eleetives with certain limitations; Virginia 
is an example, having eight groups, of about four .sub- 
jects more or less related, from each of which the student 
must choose one. 

In some institutions attendance on one lecture per 
week for one semester is counted a credit; in others the 
term system prevails ; in every case all systems have been 
reduced to the common ineasure — one hour per week for 
one college year, a credit. 

The work of this study naturally divides itself into 
three main sections, that of the required work, the elect- 
ive work, and the characteristics of the groups of institu- 
tions. 

REQUIRED COURSES 

In taking up the required work we will treat each 
subject in its relation to the whole 78 institutions, as 
well as to each separate group. 

Eighteen of the 78 institutions studied prescribe Latin 
ranging in amount from one to three years — however the 
majority prescribe about three credits in this subject. 
The western state institutions, 24 in number, do not have 
a single Latin or Greek requirement, but the New England 
colleges have a representation of 9 out of 18. Eight in- 
stitutions prescribe Greek, five of which belong to the 
New England group, two to the large private institu- 
tions, and one to the southern group; five require eithor 
Latin or Greek. Ten institutions require French, 11 Gir- 
man, 21 either French or German, 14 allow a choice of 
any language, ancient or modern; seven of the 14 are 
found in the western state universities. Thus out of the 
78, 19 require Latin, 10 French or German, 14 allow choice 



6 College Cureicula 

of any language, while eight consider Greek essential t.> 
a liberal education. The language requirement for each 
group of institutions, in terms of j^ear-hours with the 
equivalent in terms of percentage of whole requirement, is 
as follows : 
Average credit for Southern State Universities, 6, per cent 

of required work, 22. 
Average credit for New England Colleges, 11, per cent 

of required work, 30, 
Average credit for Women's Colleges, 6, per cent o? 

required work, 23. 
Average credit for small Western State Universities, 5, 

per cent of required work, 28. 
Average credit for large AA^estern State Universities, 3.2, 

per cent of required work, 29. 
Average credit for large private endowed universities, 5.2, 
per cent of required work, 36. 
Mathematics receives its heaviest representation in 
the southern state universities, follov/ed closely by the 
New England colleges. Least emphasis is manifest in 
the large western universities. While the small western 
state universities have but one-tenth heavier require- 
ments than that of the large private endowed univer- 
sities. The following table shows the rank of each groap, 
in prescribed mathematics, also the per cent of required 
work: 
Average credits for Southern State Universities, 5.3, or 

22 per cent of the whole required work. 
Average credits for New England Colleges, 4.5, or 13 

per cent of the whole required work. 
Average credits for AVomen's Colleges, 3.0, or 12 per c?nt 

of the whole required work. 
Average credits for small Western State Universities, 2.0, 

or 11 per cent of the whole required work. 
Average credits for large private endowed universities, 
1.9, or 13 per cent of the whole required work. 



George Ordahl 7 

The requirements in mathematics begins in nearly 
every case with what is termed advanced, or College Al 
gebra. One and a half credits, followed by an equal 
amount of time devoted to Geometry and Trigonometry. 
The following table shows the number of institutions that 
require a particular branch of mathematics : 



39 prescribe Algebra 
39 " Geometry 
37 " Trigonometry 
14 " Analytical Geometry 
4 " Calculus 

Of those requiring the first three, Algebra, Trigon- 
ometry and Geometr}^, 15 are found in the New England 
colleges, three in the large private endowed universities, 
two in the large western universities, and one in the small 
western universities, five in the women's colleges, ten in 
the southern state universities. The social sciences are 
considerably scattered both as to subject and institution. 
They include History, Sociology, and Economics, and are 
represented as f ollovv^s : 

GROUPS OF INSTITUTIONS Re^Vre llcill the Required 

Science ^^^'^ 

Large private endowed universities... 3 9 

New England Colleges *- 9 7 

Southern State Universities 5 6 

Women's Colleges 8 8.5 

Large Western State Universities 1 2.9 

Small Western State Universities 5 5.2 

Sixteen of these institutions require economics, rang- 
ing in amount from one and a half to three credits. His- 
tory is variously distributed over the whole field, usually 
choice being allowed the student between ancient and 
modern. Twenty-eight require history in an amount 
ranging in quantity from one to six credits, with an aver- 
age of 3.2 credits for each of the 28. 



8 College Cukkicula 

The philosophical sciences are not widely emphasized, 
but are better formulated and more uniform within 
groups than is history. The subjects required are psychol- 
ogy, ethics and logic. In nearly every case where ethics is 
prescribed, psychology is considered a prerequisite; in a 
few instances logic is required without either psychology 
or ethics; but usually psychology is considered as intro- 
ductory to the philosophical sciences. Outside of the 
Catholic institutions in the New England group phil- 
osophy is not prescribed. One college, Bryn Mawr, pre- 
scribes history of philosophy. The relative importance 
as per group is as follows : 

r-nr t i:<rv Average Credits Per Cent of 

UUl^Lttrl!. pgj. College Required Work 

Large private endowed universities 1.2 8.2 

New England Colleges 6 12 

Southern State Universities 3-4 3 

Women's Colleges 3 12 

Large Western State Universities... 1-5 2.1 

Small Western State Universities... 2-3 4.0 

English language receives a more uniform recognition 
than any other subject in the ''liberal arts" course. Sev- 
enty-two out of 78 prescribe it in an amount varying from 
three to 12 credits. The difference in emphasis accord- 
ing to groups may be seen from the table : 
In the large private endowed universities there is an aver- 
age of 2.8 credits, or 20 per cent of the required work. 
In the New England Colleges there is an average of 5 

credits, or 14 per cent of the required work. 
In the Southern State Universities there is an average of 

7 credits, or 23 per cent of the required work. 
In the Women's Colleges there is an average of 4 credits, 

or 19 per cent of the required work. 
In the large Western State Universities there is an aver- 
age of 3 credits, or 21 per cent of the required work. 
In the small Western State Universities there is an aver- 
age of 5.5 credits, or 32 per cent of the required work. 



George Ordahl 9 

Of the 72 institutions that require English, 35 prescribe 
Rhetoric, 29 composition and 28 literature. 

To determine the relative amount of emphasis placed 
on theory of rhetoric, and composition, is in most cases 
not possible, as the description of courses in catalogues 
does not discriminate closely between the two but includes 
one in the other. However, from careful reading oae 
would conclude that little emphasis is placed on the the- 
ory, for theme writing and composition are quite generally 
included with rhetoric. The manifest aim is to develop 
power of expression. A few institutions take up various 
periods of literature, but the general requirement under 
this head is the history of English literature beginning 
with its earliest development and continuing down to 
the present time. 

One division of the required work remains to be con- 
sidered, the miscellaneous subjects. Under this head 
have been included Astronomy, Elocution and Hygiene. 
The only reason for this division is that these three sub- 
jects occurred so rarely and with such faint emphasis 
that they might have been left out all together without 
affecting general conclusions. Elocution receives tJie 
heaviest number of credits, but amounts to less than one- 
fourth on an average for the 78 institutions. When five 
of these are distributed among the New England col- 
leges, 4 1-2 to the women's, 3 1-2 to the Southern State 
universities, and 2 to Montana, we have 68 institutions 
remaining without the subject on their list of essentials. 
Astronomy receives 6 1-2 credits among the New England 
colleges and Southern universities, 5 credits in Hygiene 
in the same group. 



10 College Cukeicula 

ELECTIVE COURSES 

Next turning our attention to the elective work we 
find the major subject emphasized in 20 institutions with 
an average of three credits each for the 78, or an average 
of 11 1-2 credits for the 20 that require the choice of a 
major. The following table shows the distribution of 
major and minor among the groups of institutions: 
In the Small Western State Universities, 

5 institutions require the major, 2 require a minor 
In the Large Western State Universities, 

4 institutions require the major, 2 require a minor 
In the Large Private Endowed Universities, 

3 institutions require the major, 3 require a minor 
In the Women's Colleges, 

3 institutions require the major, 3 require a minor 
In the New England Colleges, 

3 institutions require the major, 2 require a minor 
In the Southern State Universities, 

2 institutions require the major, 1 requires a minor. 
On the whole there seems to be no way for accounting 
for the major, but as we find fewer institutions in the 
conservative groups that support it and a relatively great- 
er number among the more liberal institutions favor it, 
we may conclude that the major is an indirect effort to 
lead the undergraduate student to give shape to his col- 
lege course. Since the minor is more heavily represented 
in the large Western State Universities, having an average 
of four credits for each institution as against an average 
of one credit for the remaining institutions, we may place 
it in the same consideration with the major. 

Taking the "free electives" by groups we see the 
New England colleges to be the most conservative, allow- 
ing an average of ten credits open to the free choice of 
the student; the Southern State Universities follow with 
an average of 17. The Women's Colleges are quite uni- 



George Ordahl 11 

form in freedom of electives, leaving about one-third of 
the curriculum free to the choice of the student. The 
large private endowed universities have no requirements 
beyond the sophomore year, leaving the latter half of the 
undergraduate course open to free election. The average 
free electives in the small Western State Universities 
amounts to 34 credits for each institution, while the large 
Western State Universities are somewhat more liberal, 
allowing the student free choice of 37 credits. 

Closely related to the "free electives" we have what 
has been defined in this paper as "elective requirements." 
They are found throughout the whole study. In some in- 
stitutions they have no special designation, in others they 
are termed variously as "group requirements" or "lim- 
ited electives." "Group requirements" does not distin- 
guish between "electives" and "group courses," nor does 
"limited electives" meet the occasion, signifying number 
of credits rather than subjects to which the election is 
to be restricted. The "elective requirements" will be 
found to be more characteristic of the large Western 
Universities than of the remaining institutions. It is true 
that the number of credits is not so great on the average 
for each institution of this group as it is in the New Eng- 
land Colleges and Southern State Universities; but the 
system is more uniform within the group, and includes 
subjects bearing a connected and logical relation to each 
other, while the required electives of the New England 
Colleges and the Southern State Universities is more of 
the nature of an option in prescribed work. What has 
been said of the large Western State Universities applies 
to the small Western State Universities though not in so 
marked a degree. 

Closely following and relative to the above mentioned 
electives is the tendency to allow the undergraduate stu- 
dent to elect a certain amount of w^ork from colleges out- 



12 College Curkicula 

side the liberal arts course and apply the same toward 
earning an A. B. degree. The New England group has one 
college that allows the election of one year's work from 
civil engineering or medicine. In the Southern Colleges 
we find three institutions that allow one year to be elected 
from professional colleges. In the large private endowed 
group of universities there are seven institutions that 
allow the undergraduate student to choose one year from 
a professional college. Of the three that do not admit 
this choice Johns Hopkins allows but three years to the 
undergraduate course, and in Harvard it is possible for 
a bright student to complete the college course in three 
years, but Princeton holds out strongly for a full four 
years in the undergraduate course. 

Five out of the 13 small Western State Universities 
allow some work to be done in either law or medicine. 
The large Western State Universities each allow one year 
to be devoted to a professional course, with the single 
exception, however, of Ohio, which has no law school in 
connection with the university. 

Twenty-three of the whole number of institutions 
studied support "group courses." The most common 
among which are the classical course, the literary course, 
and the scientific course ; with subdivisions of the latter ; 
others are the commercial group, Pre-medical, civic his- 
toric, and the philosophical-educational group. 
In the Southern State Universities, 

7 of the 13 institutions support group courses 
In the Small Western Universities, 

6 of the 13 institutions support group courses 
In the Large Western State Universities, 

4 of the 11 institutions support group courses 
In the Large Private Endowed Universities, 

1 of the 10 institutions support group courses 



George Ordahl 13 

In the New England Colleges, 

5 of the 18 institutions support group courses 
In the Women's Colleges, 

None of the 13 institutions support group courses. 

The Southern and Small Western groups of state uni- 
versities have the common characteristic of adhering to 
the old classical course. These are usually followed by 
a Latin-scientific course. Some have a literary group ; 
this latter seems to be characteristic of the Small Western 
State Universities. Of the Large Private Endowed Uni- 
versities this feature is characteristic of Johns Hopkins, 
only; and here the courses seem to be laid out for the 
specialist, the primary object of each group being to offer 
consistent graduate work on one line. The courses are — 
Mathematical Physical, Chemical Biological, Historical 
Political, Latin Mathematical, Classical, Modern Lan- 
guage. 

In passing to the Large Western State Universities, we 
find in the three representative ones a tendencv to empha- 
size the useful. In the University of California, we find 
the "College of Letters," "Social Science," "Natural Sci- 
ence." The Social Science Group is calculated to make 
the student an efficient citizen. Even more conspicuous 
is this tendency in Wisconsin, where we find an A. B. 
course in Pharmacy, and in Commerce. Illinois presents 
the same utilitarian phaze in two courses, one in "Bank- 
ing," another in "General Business," while Iowa endeav- 
ors to meet every and any possible need of the most gen- 
eral or special student. 

With regard to liberalism versus conservatism there 
remains but one phase to be considered, that of granting 
degrees. Thirty-four institutions grant an A. B. degree 
only, for the undergraduate work ; 44 grant both an A. B. 
and a B. S. degree, while a limited few of the latter grant 
the degree, B. L. or B. Ph. The question quite naturally 
presents itself, "does the granting of an A. B. for all 



14 College Curricula 

undergraduate work mean that there is an endeavor to 
make the college course uniform or is it a tendenc}^ to 
class students pursuing widely different lines of work 
during the collegiate course on an equal basis ? ' ' We find 
that the liberal institutions have a majority that grant but 
one degree, and the conservative groups of institutions 
have a slightly larger majority that grant both the A. B. 
and the B. S. degree, with a few that still grant the old 
degrees, B. L. or B. Ph. Since we have found no tendency 
on the part of the liberal institutions to restrict the undar- 
graduate course to certain subjects or even to secure a 
uniform type of students, but on the other hand have 
found a disposition to meet the natural limit or individual 
tendency, and since we find the greatest conservatism 
among institutions favoring diversity of degrees, we may 
conclude that adherence to the old is an indication of 
conservatism, and that the granting of an A. B. only for 
all undergraduate courses is a marked and definite ten- 
dency toward equality. 

One thing more may reasonably be looked for from a 
study of the college curricula — the relation between sec- 
ondary and higher education. Where is the line of cleav- 
age, where does the one begin and the other end? The 
amount of work to be done is practically determined by 
college entrance requirements and the 60 credits demand- 
ed for the degree. Reasoning from the data compiled, it 
would seem that we may conclude higher education be- 
gins with the Junior year of the high school and ends 
with the close of the Sophomore year of the college. To 
substantiate this conclusion we have but to note that the 
first two years of college language conform to the lan- 
guage of the high schools, while much of the mathematics 
would bear out the same analysis. If it were desirable the 
same relation might be shown with regard to the exact 
and social sciences. Practically all institutions give direc- 



George Ordahl 15 

tion to the student during the Freshman year, but gen- 
erally all requirements end with the second college year. 
Two institutions, Chicago and the University of Cali- 
fornia, recognize a distinct break in the undergraduate 
course at this period, and the Junior year considered the 
beginning of more advanced and specialized work. It is 
possible for a student of language to get four years of 
Latin and two years both of German and French in the 
high school and to pursue them through the first two 
years of college, leaving him to enter on more advanced 
work at the beginning of his Junior year in college. Like- 
wise a student of the social sciences might begin his ad- 
vanced work in the high school, take beginning languages 
in college (excepting Latin), and enter on more charac- 
teristic advanced work during the last two years of his 
college course. 

The following table may be of interest as showing the 
number of institutions in each group that prescribe phy- 
sical culture or require the undergraduate student to write 
a thesis: 
Of the Women's Colleges, 

11 prescribe physical culture, 2 require a thesis 
Of the New England Colleges, 

10 prescribe physical culture, 2 require a thesis 
Of the Large Western State Universities, 

9 prescribe physical culture, 1 requires a thesis 
Of the Small Western State Universities, 

8 prescribe physical culture, 6 require a thesis 
Of the SoMhern State Universities, 

5 prescribe physical culture, 4 require a thesis 
Of the Large Private Endow^ed Universities, 

1 prescribes physical culture, 1 requires a thesis. 
The thesis does not seem to be identified with either 
the liberal or the conservative institutions ; in a few cases 
credit is allowed for it, but usually no credit is given. In 



16 College Cukricula 

regard to method of instruction, or facilities for physical 
education a complete study has not been made. The time 
varies from a short period each day to two or three hours 
per week; probably if an average were struck it would 
amount to about tw^o hours per week for one year. In a 
few institutions credit is allowed, but in such case the 
whole required work is about the normal of 60 credits. 

GROUP CHARACTERISTICS 

In passing to the study of colleges and universities 
by sections we take up the groups in the order in which 
they prescribe the greatest amount of work for the under- 
graduate student. 

The New England College curricula present the great- 
est degree of variety, and a very great diversity in cata- 
logue structure. Including the three colleges that require 
the whole curriculum, and that amounting to 86 and 95 
credits, the average requirements for each college amounts 
to about 34 credits, or 53 per cent of the four years' 
course. Omitting these colleges, Boston, St. Anselm, and 
Holy Cross, we have an average of 27 credits, or 44 per 
cent of the whole work for graduation. Seven of these 
colleges require about one year's w^ork ; Bowdoin is the 
most liberal, demanding but 11 credits. The average num- 
ber of credits for each institution is distributed among the 
subjects as follows: Foreign language 11, English lan- 
guage 5, Mathematics 8, Exact Sciences 4. Social Science 
2, Philosophical Science 4. 

As characteristic of this group we may note first the 
strong emphasis on the classics. The stress on English, 
Mathematics, and Exact Science is about the same within 
the group. In the miscellaneous subjects Elocution re- 
ceives some preference. The Philosophical Sciences are 
comparativel}" strong, while the Social Sciences are weak. 

We shall not find another group of colleges, in this 
study, with so large a general average of required work. 



George Ordahl 17 

With prescribed credits amounting to 14 per cent more 
than that of the Women's Colleges, and 15 per cent more 
than the most conservative of the State Universities, one 
naturally asks, why this great difference? In an old coun- 
try already well populated, those of the growing genera- 
tion who do not find room and scope for their activities 
pass out to other parts, leaving behind a people with a 
greater degree of homogeneity, and conservatism. In so 
far as colleges reflect the opinion of their locality they 
too must be conservative. The early aims of these insti- 
tutions were cultural, in which religion was no small 
factor, and the classics was not only the backbone but 
largely the framework of the curricula. When the elec- 
tive system was inaugurated in America the classics, in 
so far as tradition becomes authoritativCj, were the recog- 
nized standards by which education and culture were 
tested. The conflict of critical judgment with tradition 
is a slow process that results in a union of the new with 
the old; but an ultimate and final overthrow of the old 
is rarely if ever effected. And in this we should not expect 
the New England Colleges to be an exception, but rather 
in proportion to the antiquity of their traditions would 
conservatism prevail over any radical change that might 
threaten the dignity of the old college curricula. 

In looking into the characteristics of each group vve 
find the Southern State Universities the most conservative 
of the state groups. The average number of credits rr^.- 
quired for each institution is 23 1-2, a little more than one 
year, and about 38 per cent of the whole amount of work 
required for a degree. We may note here also a tendency 
to adhere to the old curriculum — language, and mathe- 
matics. Delaware is the extreme of conservatism, requir- 
ing two and one-half years' work or 48 credits out of 80; 
Virginia, the extreme liberal, has no specific requirements 
and only 50 credits required for graduation, but 35 fall 



18 College Cuericula 

under the "elective requirements." The strongest point 
of resemblance between the institutions of this group is 
the uniform emphasis placed on foreign language and a 
steady consensus as to the relative importance of English 
language, mathematics, and the exact sciences. 

The average required credits in the Southern Univer- 
sities range as follows: Foreign Language 6, English 
Language 5 2-3, Exact Sciences 4, Mathematics 5, Social 
Science 1, Philosophical Sciences 9-13. In language and 
exact science there is a close resemblance to the Women's 
Colleges, but like the remaining groups the philosophical 
and social sciences are lightly represented. In amount of 
work prescribed this group stands 1 per cent lower than 
the Women's Colleges and 13 per cent higher than the 
Small Western Universities. 

The question that comes up is not so much what is the 
significance of the curricula, as why this conservatism of 
the South? There can be no doubt that the foregoing 
data shows an advance toward elasticity; but why not 
as liberal as the institutions of the West? It will be seen 
that the more liberal institutions are in a prosperous local- 
ity and well supported financially. The war of 1861-65 re- 
duced the South very much in financial power and left 
its political institutions in an unstable condition. 

In regaining its energies it is not likely that the spirit 
of the South was in a mood to indulge the whims or extra- 
vagances of youth. But rather would public opinion sup- 
port what was considered essential and forego any indul- 
gence at the expense of discretion. Nor would we expect 
liberalism of the institution to go ahead of the prosperity 
of the State, but rather would look for it to fall behind. 
It would hardly be fair to suppose that the spirit of higher 
education depended wholly on public opinion and states- 
manship ; nor would it be just to presume that there were 
not in the southland fair and broad-minded educators. But 



Geokge Okdahl 19 

ambition cannot expand in a contracted atmosphere, nor 
would many remain to strike against impossible condi- 
tions. We may then fairly presume that the conservatism 
of the south is due to the inevitable causes, lack of polit- 
ical and financial support, which resulted in repelling 
rather than attracting great educators to its fields. 

The Women's Colleges stand quite distinctly apart 
by themselves. The requirements are more extended and 
more evenly distributed, though not very heavy in any 
one subject. Radcliff, like Harvard, represents the extreme 
of liberalism, nothing being required, while Mills is the 
extreme of conservatism, requiring 33 1-2 credits or 52 
per cent of its whole undergraduate course. While El- 
mira takes the middle ground with one year of prescribed 
work. The average required work for each college is 23 
credits, and 39 per cent of the whole work required for 
a degree. This prescribed work is distributed among the 
subjects as follows: Foreign Language 5 credits, Eng- 
lish Language 4 1-2 credits, Mathematics 3 credits, Exact 
Sciences 4 credits. Social Sciences 2 credits. Philosophical 
Sciences 3 credits.' Mathematics receives less attention 
than any, except the Small Western Universities. The 
Philosophical Sciences are required in all but three col- 
leges, the Social Sciences are but a trifle weaker than in 
the New England Colleges, while the English Language 
is about the same as in both the New England Colleges, 
and in the Southern State Universities. Bible is required 
in eight out of 13 of the colleges, and outside of the New 
England Group are the only colleges that require it at all. 

The uniformity found within this group of colleges is 
more significant when we note the agreement not only of 
subject emphasized, but in quantity required. The differ- 
ence from, or likeness to, other colleges will be accounted 
for not by locality or means of support, but rather in the 
answers to the questions what to consider is essential edu- 



20 College Curricula 

cation for women, and what was the aim of the founders 
of these institutions? The answers to these questions we 
will find in a study of the curriculum itself, and in the 
nature of its subjects. It is evident that emphasis is plac3d 
on empirical work. Language is formal and predominantly 
definite ; exact science is the work of the empiricist draw- 
ing conclusions from physical experiment. The social sci- 
ences may be treated variously, but in a course comprising 
less than one year philosophic treatment could not be 
reached. Mathematics, small in amount, could not be 
other than a drill in accuracy and exact thinking. In the 
case of philosophical sciences there would appear to be a 
break in method of treatment, and there may be, but a 
short course in ethics and psychology, while abstra3t, 
could hardly be other than elementary and positive, deal- 
ing with dogmatic principles, and consequently clear and' 
comprehensive. 

The Large Private Endowed Universities divide into 
three groups: Three, Harvard, Stanford and Cornell, 
have the free elective system; Chicago, Yale and North- 
westerns each have a requirement of about one-fourth of 
the college course; the remaining four require two years, 
or one-half of the undergraduate course. Distributing the 
whole requirement we find that 14 1-2 credits, or about 24 
per cent of the whole college course, falls to each univer- 
sity. Chicago makes a distinct break in the undergradu- 
ate course by considering the first two years as prepara- 
tory to more specialized university work in the last two. 
This diversion is not wholly recognized by the other uni- 
versities yet the last two years are open to free electives, 
and all but Johns Hopkins and Harvard allow the student 
to choose one year's work from a professional college. 

In this group of universities the elective work is rep- 
resented by 76 per cent of the college course ; the remain- 
ing 24 per cent is distributed among the required subjects 



George Ordahl 21 

with an average for each university as follows: Foreign 
Language 5 credits, English Language 3 credits, Mathe- 
matics 2 credits, Exact Sciences 2 credits, Social Sciences 
1.2 credits, Philosophical Science 1.2 credits. Leaving out 
those that have the entire free elective system, we find 
that there is a uniform agreement as to the subject empha- 
sized, the chief difference within the group being the 
amount required. There is to be made one exception, Yale 
requires no science ; Johns Hopkins requires no Mathe- 
matics, but the entrance requirements include Analytical 
Geometry. 

The cause for the general elasticity shown in this group 
of universities is no doubt complex and beyond a thor- 
ough treatment in the scope of this paper. Yet there 
seems to be two potent causes without which a liberal atti- 
ture could not well be assumed. We are, in large endow- 
ments, enabling them to equip and man every department 
to a high degree of efficiency. The other cause is found in 
their geographical situation. In each case we find the 
location of the most liberal to be in a section of country 
relatively progressive. 

The Small Western State Universities, the conserva- 
tive, are more liberal than any of the institutions yet dis- 
cussed with the exception of the above private univer- 
sities. When the elective work is taken out we have on 
an average for each university 17 credits, or 27 per cent of 
the undergraduate course, to be distributed among the fol- 
lowing required subjects: Foreign Language 5, English 
Language 5 1-2, Mathematics 2, Exact Science 3, Social 
Science 1, Philosophical Sciences 8-13. The most liberal 
representative of this group is Utah, with a single require- 
ment in English of 3 credits ; Oregon is the extreme of con- 
servatism, with 27 1-2 credits prescribed, about one and a 
half years' work at that university. Wyoming, Montana 
and North Dakota have slight requirements in the Social 



22 College Curkicula 

and Philosophical Sciences. Aside from these exceptio:is 
we find a marked uniformit}^ both in subject matter and 
amount prescribed. English Language is emphasized by 
all, then follows in order Foreign Language, Exact Sci- 
ence and Mathematics. In comparison with institutio'is 
that would seem farthest removed from them the Small 
Western State Universities present a similarity rather ap- 
parent than real. We find the prescribed work in Foreign 
Language and Mathematics to be the same as that of the 
Large Private Endowed Universities; Exact Sciences one 
credit more, Social and Philosophical Sciences, trifling in 
both cases, but somewhat less. 

The apparent correspondence grovv^s less when we con- 
sider the wide difference within the latter group — three 
entirely elective and three requiring about half of the 
work. In contrast to this, we have ten of the Small West- 
ern State Universities presenting a solid front of at least 
one year of required work. 

In accounting for the conservatism of this group we 
find two causes uppermost — lack of funds and sparseness 
of population. The financial support is not such as would 
admit of a large faculty, nor will lack of social intercourse 
allow of modern ideas being agitated and wrought into 
an aggressive public opinion. Not to allow too much to 
outside influence and too little to the faculty itself, it can 
easily be seen how, in a small institution one man, or at 
least a few of the small faculty, might dominate the or- 
ganization and give to the curriculum characteristics not 
the result of deliberate opinion but of a narrow individual 
view. 

The Large Western State Universities conform most 
closely to a set type and in general permit the greatest 
amount of election. The prescribed work amounts to ten 
credits out of the 60, or 16 2-3 per cent of the whole work 
required for graduation. The ten credits are distributed 



George Ordahl 23 

among the required subjects as follows: Foreign Lan- 
guage 3, English Language 3, Mathematics 1 6-11, Exact 
Science 1 7-11, Social Science 3-11, Philosophical Science 
3-11. 

Missouri has a free elective system, while Ohio repre- 
sents the extreme of conservatism with a requirement of 
30 credits or 50 per cent of the entire undergraduate work. 
A further division may be noted within the group: Four, 
Iowa, Indiana, Ohio and California, require modern lan- 
guages and exact science; five, Wisconsin, Illinois, Mich- 
igan, Minnesota and Nebraska, require English language, 
only. The one thing that makes this group typical is the 
system of ^'elective requirements." All but three, Ohio, 
Iowa and Indiana, conform to the plan, and the latter of 
these approaches it in requiring the student to choose a 
major subject, amounting to 15 credits, and pursue it 
through two consecutive years. In the remaining eight 
an average of 15 credits fall under the "elective require- 
ments." It may be urged that this system offsets the ap- 
parent elasticity of the group ; but a careful study would 
hardly warrant such a conclusion. We vv^ill find that the 
nature of grouping carries with it little absolute restric- 
tion. It would not be worth while to go into a full exposi- 
tion of the system as found in each of the eight univer- 
sities, but one that is typical and one that conforms least 
to the type will suffice. Michigan is an instance of the lat- 
ter. It has the following open to Freshmen: Language, 
Greek, French, German, Mathematics, Trigonometry, Al- 
gebra, Analytical Geometry, History (European) ; 12 cred- 
its must be chosen from these groups, but special permis- 
sion may be obtained to elect others. A typical example 
is that of Missouri. The undergraduate student must 
choose from a list of subjects, usually included in 
the liberal arts course, four, in each of which he must earn 
six credits. 



24 College Curricula 

The general aim and purpose of the "elective require- 
ment" would seem to be not restriction to some special 
subject, but rather to secure breadth and yet preserve 
continuity. 

While in this group we note a relatively great amount 
of freedom it is not in favor of the "laissez faire" proposi- 
tion, but rather is it a recognition of the individual differ- 
ences in the college students and a respect for any such 
tendency. There is no attempt to turn out a definite type 
of student, and yet there is a recognition of a need for an 
early shaping toward a definite end. The right of the 
individual to begin this shaping process earlier in life is 
recognized by all of these institutions, except Ohio, in the 
privilege to choose one year of the undergraduate course 
from a professional school. 

The reason for the Large Western Universities being 
able to work out these characteristics can not be wholly 
accounted for in a brief space, but surrounding conditions 
have been favorable, without which their general differ- 
ences would not have developed. The people had come 
from different parts of the east, and from Europe. Thev 
were in search not of a place in which to establish ancient 
customs, but were ready to sweep from their minds any- 
thing that savored of the old, and to indulge in what was 
a plausible promise of success. If the old welled up for 
recognition there were new ideas incident of new sur- 
roundings to inhibit, and themselves clamor for realiza- 
tion. The country had resources sufficient to admit of 
progress, and we find these western universities a unique 
product of modern civilization. 



George Ordahl 25 

THE COLLEGE CURRICULA IN 1909-10 
PART II. 

The foregoing section was written five years ago. A 
second study for 1909-10 has just been completed. One half 
decade is scarcely more than an hour in the evolution of 
educational thought, and a much shorter time in the his- 
tory of educational institutions. Yet, in this brief period, 
which has elapsed between the two studies developments 
have occurred and changes taken place, as can be seen 
from a study of appendix B, which has been compiled from 
the official records of colleges and universities. 

The Woman's Colleges and the Southern State Univer- 
sities show little change from the tables of 1905. The New 
England colleges have on the whole, so far as records 
could be obtained, reduced the requirements a few hours 
or have remained the same. One only, Boston University, 
shows an increase of 3 hrs. in the prescribed work. 

The small Western State Universities show a reduction 
in the 3 per cent in whole number of required credits, and 
also a change from 65 to 60 in the number of hours re- 
quired for graduation. Five of the institutions within this 
group have made considerable change in the number of 
absolute prescriptions. Of these five only one has raised re- 
quirements. 

The University of Washington has raised the pre- 
scribed work 12 year hours. 

The University of Colorado has lowered the prescribed 
work 10 year hours. 

The University of Montana has lowered the prescribed 
work 14 year hours. 

The University of Wyoming has lowered the prescribed 
work 18 year hours. 

The University of Oregon has lowered the prescribed 
work 20 1-2 year hours. 



26 College Curricula 

The percentage of required credits in the large Western 
State Universities has dropped 4 per cent and the average 
number of hours prescribed has changed from 10 to 7. 
Two universities of this group have raised the require- 
ments. Wisconsin shows a change in prescription from 3 
hrs. to 9 hrs. But two others of this group have lowered the 
requirements. Indiana has changed from 25 hours re- 
quired to 15 hours required. Ohio, which, 5 years ago 
was the most conservative of the group, has modified its 
whole system and changed the number of required hours 
from 30 to 10. 

The requirements of the large private universities 
have dropped 5 per cent, and the average number of hours 
has been reduced from 14 1-2 to 10. Princeton, the most 
conservative of this group, has changed from 30 hours 
required work to 16 hours. This is not a gain for free 
electives, however, but is perhaps a necessary change 
due to the tutorial system introduced into that institution 
in 1906. The most notable change in this group is that of 
the University of Chicago, from 15 hours to 2 1-3 hours 
in English, which is a change from a requirement in five 
different subjects to one. This further goes to show that 
no one subject is considered absolutely necessary to all 
students alike. 

The plan of requiring certain groups of subjects arbi- 
trarily arranged has given way to a more rational system. 
The old group courses, classical, Latin, Latin-scientific, 
Latin-mathematical, etc., have practically disappeared 
from college registers. Only 10 institutions, and these 
are found among the southern and New England colleges, 
retain the old 4 year group course system. A system of 
elective requirements has taken its place. 

The academic subjects have changed likewise in point 
of emphasis. One subject, practically new, has come in, 
viz: hygiene. A few institutions require all students to 



George Ordahl 27 

attend a short course of lectures in personal hygiene. 
Boston University requires the student to attend lectures 
on "College Life and Work." This course, seemingly, is 
calculated to orient the student into the new life as well 
as give desirable instruction in more personal and hy- 
gienic matters — a perspective of his personal relation to 
society as a whole. Indiana requires a one-hour course 
in general and personal hygiene, part of which is given 
separately for women. The State University of Iowa 
requires attendance upon a course of lectures given by 
different professors, on personal, moral and mental hy- 
giene. 

Three subjects present noteworthy changes. Of the 
large state universities only one requires mathematics. 
The number of institutions which formerly required 
mathematics has fallen from 55 to 49. Aside from the 
University of Georgia no state institution has a specific re- 
quirement in ancient language. Of the large private 
universities, Princeton is the only institution from which 
a student could not secure a bachelor's degree without 
College Latin. A new phrase has come into use in college 
and universities, viz. : "A language other than English". 
A requirement in ''a language other than English," 
of from 3 to 6 hours is the general requirement, and ^6 
of the 78 institutions have a language requirement. The 
theory generally advanced in favor of a language require- 
ment is that the student will need the language in read- 
ing scientific literature. It is questionable, however, if the 
majority of students ever use their extra language either 
in or out of college. However this may be the choice of 
the majority of students, who are obliged to choose, is 
away from the ancient language and toward the modern. 
The choices in Yale University for Greek have fallen 'VS 



28 College Curkicula 

1-3 per cent in the last 6 years, while choices in favor of 
German have advanced 20 per cent in the same period 
of years. 

English is the one other subject which is generally pre- 
scribed and which reveals some development. Harvard 
University offers a course (Eng. A) which students de- 
ficient in English Composition are required to take, but 
no college credit is given for work done in this course. 
The University of Kansas offers a course in rhetoric re- 
quired of "Freshmen not offering it as a fourth year of 
entrance English." These indications go to show the 
college requirement has been made to make up for de- 
ficient instruction in the secondary schools. Not because 
a fifth year of English is a necessity for all students. 
Where data can be obtained, hovv-ever, indications are 
that the majority of students elect one or more courses 
in English after entering college. 

The elective work of the different colleges and univer- 
sities is gradually taking on the characteristics of a sys- 
tem. Elections are allowed with restrictions, but restric- 
tions are more rational and less dogmatic. This is shown 
in the system of majors, minors, and required electives. 
Forty-two as against 20 for 1905 of the 78 institutions 
have a system of majors, or majors and minors. The 
average for each of the -12 is 16 hours. A few colleges 
require a major as low as 9 hours or 3 years, others as 
high as 25 hours for both major and minor. This is a con- 
siderable advance over the major requirements of 1905, 
which averaged only 3 hours for the 78 institutions. 
Where there is a small major requirement or none at f»ll 
it will be noticed there are elective requirements. In most 
cases both majors and elective requirements are parts 
of the same elective system. 

The average number of free electives for each of the 78 
institutions is 19 hours; of required electives 12 hours. 



George Ordahl 29 

These, together with the average number of major and 
minor hours make an average for the elective system of 
30 hours for each of the 78 colleges and universities. 

The plan of dividing the old four-year college course 
into Junior and Senior colleges is receiving some attention 
though there is little to show that the plan has as yet de- 
veloped into a definite system. The two institutions men- 
tioned in the first section of this paper are the chief re- 
presentatives of the division at the end of the Sophomore 
year. 

Closely parallel to the division into Junior and Senior 
colleges is the growing practice of allowing the Liberal 
Arts student to elect a certain number of hours, one or 
two years from a professional college and to apply the 
same toward earning a Bachelor's degree. Thirty-two in- 
stitutions permit the above combination which is an in- 
crease of six over the number for 1905. Practically every 
institution allows the choice of one year from a profession- 
al course if such course is found in the college or univer- 
sity. 

In this same connection it is worthy of note that the 
president's report of Harvard University for 1908 em- 
phasizes the fact that 3 years, and not four years, is be- 
coming the normal time for securing a college degree. 

Together with the acceptance on the part of the Lib- 
eral Arts College of one or two years from a technical or 
professional college in lieu of the last 2 years of the Lib- 
eral Arts course, comes the demand from the technical 
and professional colleges that the first two years of their 
courses be made identical with the first two years of the 
Liberal Arts college. The following, quoted from the pre- 
sident 's report of Cornell University for 1909-10 — p. p. 
XXXVI-XXXVIII, is typical: 

"In the president's report for 1906-07 (p. p. 57-58), the 
suggestion was made to the engineering colleges of 'a 



30 College Cukkicula 

fifth year of study in the engineering courses, the addi- 
tional time to be spent wholly on humanistic studies, 
while the student, during the first two years of the five- 
year course, was also pursuing his work in pure science.' 
* * * During the winter definite proposals were re- 
ceived from Sibley College and from the College of Civil 
Engineering, embodying the president's suggestion, and 
in April a co-operative agreement was reached. Hence- 
forward a five-year course will be offered leading to the 
degree of Civil Engineer, and a similar course leading to 
the degree of Mechanical Engineer. A student may be- 
gin either course upon satisfying the entrance require- 
ments of this college (Liberal Arts) in which he will be 
in residence for his first two years. Passing then to Sibley 
College or to the College of Civil Engineering he will re- 
ceive his technical degree upon the completion of his 
fifth year in the university. * * * Q^e purpose of re- 
quiring that the first two years of a student's residence be 
in the College of Arts and Sciences and subject to its rules 
is that he may spend the additional time * * wholly 
on humanistic studies. * * * The amount of outside 
work is furthermore so small (at most 10 hours in two 
years) that in addition to it a capable student may well 
complete, by the end of his second year, the sixty-hours 
of Arts work, including six hours in each of the four 
stipulated underclass groups which will entitle him, if he 
wishes to continue as a Junior in the College of Arts and 
Sciences. * * * The five-year course will thus allow 
the student two years of university experience before he 
is finally called upon to decide whether his purpose in life 
will be better served by pursuing an engineering course 
to the end, or by following instead either some other vo- 
cational course, or a general course. * * * 

And, finally, the establishment of this five-year course 
has a wider significance. It may be looked upon as a step 



George Ordahl 31 

toward the ideal of the Special Committee on Aim and 
Scope of the Association of American Universities 'that 
the best American universities will in the future rest their 
professional courses on a basis of college work which will 
range from one to four years and that the professional 
student will spend at least five or six years in study from 
the day he matriculates in college to the day he receives 
his professional degree.' " 

The problem seems to be a complicated one of three 
parts, viz: (1) Require the student to spend three years in 
securing an A. B. before entering a technical or profes- 
sional school. (2) Divide the old four-year course in the 
middle and allow the last two years (the Senior college) to 
be special; or (3) Retain this Junior and Senior college 
division but allow the Junior college to be a preparation 
for the special or technical and professional work of the 
Senior college. 

When the first section of this paper was being written 
the various academic subjects were in the crucible of the 
elective system. Today the crucible has yielded us back 
a product, in the form of a judgment: "None of these 
subjects are of specific value to each and every student 
alike. ' ' The writer believes this to be the scientific inter- 
pretation of the facts compiled in appendix A. and B., or 
from a careful study of the best educational thoughts of 
today. Five years ago the elective system was feared as 
dangerous. In 1910 we know its absence is more danger- 
ous than its presence. 

The Elective System has ceased to be a question. It 
has become a "problem". A problem which com- 
mands the respect of the ablest intellects — an educa- 
tional problem demanding solution. 

The evil which has accompanied the introduction of 
electives has been due, in the writer's opinion, to disregard 
of "system". The Elective System is first a system and 



32 College Cuericula 

second elective. In too many cases the students are con- 
fronted with a chaos of subjects presenting no relations 
or natural connections, and is expected to organize for 
himself a systematic line of work, which, owing to the 
nature of things, would be impossible, for the reason that 
no such organization is inherent in the courses offered. 
The most educators themselves had done was to group 
certain available courses, but the grouping was arbitrary 
and represented an omnibus affair which directed the 
student to no particular purpose. 

President Cyrus Northrup, of the University of Minne- 
sota, replied to an inquiry sent out by the World's Work, 
in 1908, as follows: "The tendency in educational work 
most deserving of encouragement is * * * the cor- 
rection of the abuses of the elective system in colleges." 
It is noteworthy that none of these replies recommend 
more required work. 

The problem is not the correction of abuses, but rather 
the organization of courses into fields or colleges. The 
criteria of division should be social and professional needs. 
The relation of any subject to any organized field of edu- 
cation should be its fundamental relation to that social 
need, or profession. 

Two such divisions have been made within the last de- 
cade, viz: The School of Commerce and Business and 
School of Education. The former was first introduced in 
the University of Chicago. It has met the needs so well 
that it has become known as the men's course. The School 
of Education is already a part of every progressive uni- 
versity. The School of Religion and Social Science is an- 
other college division made in response to social demands 
and the old Divinity courses have been modified accord- 
ingly. The College of Letters is likewise a comparatively 
new departure from the old arts course, and has been es- 
tablished out of consideration for the student of modern 



George Ordahl 33 

literature. These diversions, not to name others, bear 
clear relations to each other and to different departments. 

The chief difficulty in organizing these fields of educa- 
tion is found in what has been termed "departmental 
vice," i. e., departments are looked upon as wholes where- 
as they are only parts. Lack of co-operation between de- 
partments makes impossible any effective organization 
into colleges, letters, business or education. And in this 
absence of co-operation the elective system is seriously 
impeded, not from any defect in the system, but from lack 
of fundamental organization due to "departmental vice," 
— the inability of the college instructor to see his subject 
in its relation to the whole college course. 

The relations of departments to a college is simple but 
fundamental. Should the College of Business need a 
peculiar form of geography it is the function of the De- 
partment of Geology or Geography to meet that 
need. Should the same college require a course 
in the fundamental psychological basis of advertis- 
ing it rests with the Department of Psychology 
to provide such a course. When education as a 
process becomes conscious of its ultimate aim, and depart- 
ments realize their function to be incidental to the whole 
educative system, the bulk of "elective chaos" should dis- 
appear because of the disappearance of dogmatic and ar- 
bitrary linking of subjects into unnatural groups. 

There are some indications that departments are al- 
ready conscious of the false position assumed. In a few 
instances catering to the needs of other departments is 
almost a specialty. 

On the other hand some subjects have become extreme- 
ly isolated and unsuited to, not only high schools, but 
undergraduates in college. Physics has .become so tech- 
nical as to render itself unintelligible to secondary 
students. (See Educ. Rec, Sep. 1909, p.p. 150-160). The 
demand for General History, General Science Courses, also 



34 College Curricula 

General Mathematics is a recognization of the fact that 
specialization has been acutely narrow. Entrance require- 
ments to college have been too much the authoratative re- 
quirements from associations representing single subjects, 
(School Rev., May, 1909, p. 329.) and as a result too tech- 
nical. The educational call now is : Reorganization from 
the standpoint of the student, which call embodies scien- 
tific consideration of individual differences and social 
needs. 

The principles behind all of which are the fundamental 
principles of the elective system. The student who wishes 
to work to a purpose, and for a vocation can do so. 
Students wishing to scatter and loaf, will be drawn into 
line, or automatically dropped from an environment to 
which they are constitutionally not adaptable. A proce- 
dure which would relieve society of the "sophisticated 
not educated." 

A comparative study of the foregoing tables reveals 
the following facts : 

1. A majority of institutions give the B. A. and B. S. 
degree only for undergraduate work. 

2. The old group courses have given place to elective 
grouping. 

3. All groups of colleges and universities are tending 
toward a more liberal policy of education. 

4. Sixty year hours, or 120 semester hours is the al- 
most universal requirement for graduation. 

5. The old 4 year college course is breaking up, leaving 
the last 2 years for specialization in technical or profes- 
sional schools. 

6. Professional and technical schools are tending to- 
ward more elastic courses, and are demanding a more 
liberal preparation. 

7. Personal and mental hygiene has received consider- 
able emphasis as a college subject within the past 5 years. 



Geokge Ordahl 35 

8. No one subject is essential to a liberal education. 

9. The Elective System has gained much ground in all 
sections of the United States. 

Official announcement of the proposed changes in the 
Harvard curricula came to hand too late to be included 
in the body of this article. According to The Harvard 
Bulletin (Feb. 2, 1910), the modified curricula stands 
about as follows: The whole body of undergraduate 
subjects of instruction is classified into four fields, viz.. 
Arts of Expression, including literature, language, fine 
arts and music ; Natural Science ; Social Sciences ; Abstract 
or deductive lines of thot, including Mathematics and 
Philosophy. The student is required to elect six courses 
in some one of these fields, and six courses distributed 
among three fields. He may take two courses in each of 
three or one course in one, two courses in another, and 
three courses in a third field, There are then four courses 
remaining which may be elected as the student chooses. 
One course in English is required. 

It is worthy of note that the committee recommending 
the above curricula have found that earnest students do 
actually make their elections according to some such plan. 
Pres. Lowell states: "Our primary object was not com- 
pulsion, but was to set a standard, to let the undergradu- 
ate understand what we believed was the true object to 
be aimed at in a college education." Pres. Lowell re- 
marks further that a student may deviate from this plan 
provided he can show the committee good cause for so 
doing. 





1 

t 
































LLANEOUS 




1905 

1 
ll 

d 

;? 

16 K 
25 

3 
17 

3 

3 

3 


1910 

II 

6 
4, 

12 
15 

7 
15 

5 

3 

9 

214 

2 
19 
11 
100 

9 
15% 

4 

10^2 

20 

8 
23 
21M 
15 
18 

7 
21 
17 
30 

3 

183 
14 
23% 

26 
12 
48 
27 
30 
30 

2% 
18 
24 
12 
18 

9 
18 
214 
22 
35% 


ELECTIVES 




1 


1 

2 

CO 

< 


1 


•Is 

4k 


CO 

1 


1 


ii 


4 

H 

29K 

20 

42 

38 

30 

45 

30 

36 

45 

24 

30 


ll 

8.2 

12 

20'" 

28"" 

12 

18 

24 

11 


e 

li 

il 

% 
1 
1 
1 
.... 

'A 

1 

% 


r 

3 
2 
2 

1 
1 
1 
1 
1 
2 
3 
2 


0. 

3 

"3" 
3 


1 

60 










15 
12 


.... 


60 














65 














60 


















60 


















60 


















64 














12 


.... 


60 














1 

30 

3 

104 
9 

17% 

4 
20 
16 
22 
22 
20 
24 
12 

27H 
15 

3 

18 
21 
224 
17 
26% 

22 
15 
48 
35 
43 
24 
22 
13 
38 
29 
10 


60 


















60 






-— 


tA» 


To 
e r a 
Of W 

r 


talT 

ge 

hole 

r 


10 
50 
5_ 


.... 


1A_ 


1 


60 
609 




4 


37~ 

16M 

35 

12 

32 

20 

40 

40 

40 

20 

18 

57 

42 

59 


10 

24 

12" 

10 

20 








- — 


60 




"li 


2 
1 
2 
2 
2 
2 
2 
2 
2 
1 
1 
2 
2 


2 

"e" 

4 

2 

"e"" 
5 

"3"" 


64 










10 
12 
6 


"§"" 


65 










r 


r 
r 

r 












64 










r 


62 










15 


5 


60 










r 
r 

r 


r 
r 


27"" 


1 

2 

"li 

2" 
c 












10 


.... 


62^2 
70 






















60 










r 


r 






61 














60 










r 

To 
Aver 
Who 


tals 
age 

e 

r 
r 






80 




— - 


-— 


%of 


53 
4 

24"" 


13 

1 






34 

14 
45 
6 
16 


9 
21 




2 
2 
2 
3 
1 
1 
2 
1 
2 
2 
1 
1 
2 


3 
2 
3 
3 

6 
3 

■3"" 
2 


65 










r 
r 
r 


62 
60 
80 
66 




1 


2' 
























25 


.... 




















66 










r 
r 


r 
r 


-..- 


.... 


16 
30 
16 


26 
14 


- — 












60 
70 
65 






VA 












r 


r 






36 
30 
35 


.... 

1 
2 














30 
15 
51 

it" 
































183^ 
314 
23 

37% 


15 
39 
3 


8 
8 
'A 


50 







1 


%of 


To 
Aver 
Who 


laF 
age 

e 


70 

133 

54 



































Appendix A 

Prescribed and Elective Work as compiled from University and College Catalogues for 1904-B 





ENGLISH 


lanIu'^"e 


MATHEMATiCS 


EXACT SCIENCES 


SOCIAL SCIENCES 


"TrNc""" 


MISCELLANEOUS 






i 
II 

i 

1G« 

J" 
i- 
IJl 

fi 
1 

1 
I" 

17^ 

2^ 

! 
i 

1 
1 

isli 


If 
if 

r- 

isT 
Ik 

i 

2Ji 


ELECTIVES 


'-^'^"^'°~^ 


1 
.... 


1 


1 


J 


1 


1 


1 


1 


! 


1 


! 


5 

1 




sj 


" 


i 


i 


6 


i 


1 


1 


I 


1 


li 


II 


1 

i 


1 
.1 


1 


J 


I 


1 


!1 


1 


1 

I 


1 


1 


1 


1 




1 


.::. 


'.ml 
%ol 


ii 
p 


1 
if" 


1 


^1 

i 
45 

36 
46 

IL 

16« 

2 

40 
20 

i_ 

L 


.1 

i 


1 


fj 

1 


II 


1 

II 
1 


UMIUEBSmtS 


:::: 

]' 

:::: 


I 

iz 
i 

12 
I 

2,.. 


r 

I 
l 


'6' 
I" 


-3- 


i 

1 

239t 


;;;; 

'if; 

r 

1;; 


f 




'2" 




■5"" 


"in 


Ijj 


i" 


;;: 


::: 


T 


4>S 

1 


::; 


:::: 


:;;: 


^;;; 


E 


E 


:;:: 


T-: 


i'' 


■ 






ip 


:::: 




26- 
I" 

16" 

24 

r 

i 


.... 
.... 


! 

; 
\ 

2 


a 


so 

65 


I sEia':;:::;! 
i; ^^oWs^::::::;:: 


I1 

iT 




i 

60 


'"* UNIVEBSITIES 


T 


i_ 


[ 


60~ 


11 NlwMexico::::;:: 

2? SoSoakoii 


iVi:::; 


















■5" 

\ 

22* 


i" 


;;; 






"i>^ 


"i^i 




..... 

6%. 


EL 


;;;; 


ji. 






t 


E 


E 


IL 


'/, of Prescribed Work 

i ^: ■"■' 

IBB?-., 


f' 


"f 




i 


i 
1- 


\ 
\ 


65 

i 

66 
64" 


91 of Freacribcd Work 










.... 








:. siKnilies A. B. and B. S. 



:llaneous 




1905 

1 

6 

15 

25M 


1910 

IJ 

d 
2 

3K3 

17 
3 


ELECTIVES 


0) 

c 
.2 
be 


>> 
<! 


1 


II 

IS 

r 


.2 


12 


c 

i 
9 


J 

^■^ 
£^ 

sly, 

60 
60 
2 
40 
33 
30 
20 
30 


2 

ii 

26 

'ih 
is" 

15 


1 

V 

1 

1 
1 

.... 
-.- 


Eg 
"0 

6 

3 

1 
1 
2 
1 
1 
2 
2 
2 
2 


dcS 
■4" 


1 

11 

60 








60 












60 














60 












27 


24 






45 












10 
10 


10 
5 

— 


60 












103^ 

30 

22 

15 

145 

14^2 

20% 

15 

31 

15 

86 

11 

35 

20 

22 

16 

26 

86 

32 

56 

95 

24 

28 

18 

12 

629 

34 

53 

22 
27 
25 

15 

ssyz 

28 K 


9 
16 
22 

9 

104 

10 

16^ 

% 

15 
15 

18 

1 

22 
20 
20 
16 
26 
86 
32 
56 
95 
24 
21 

8 

9 
575 
32 
50 

39 
21 
25 
15 

24K2 
3134 


60 


1 










60 










60 





-— 


%of 


"To 

Aver 
Who 


age 
le 


32~ 
3_ 


2^ 


60_ 


30~ 


"6~ 

i5 
29 




2 

1 
2 
1 
1 
2 
1 
2 
1 
1 
1 
2 
1 
1 
2 
2 
3 
1 


"2" 
"2" 

"2" 


5834 
60 


i 1 


— - 


... 


r 


r 








60 






35 


60 














86 


1 




.... 


r 

r 


.... 






35 


16 
25 
40 
35 
46 


— - 


60 






60 














60 


•— - 


2 

1 

"2" 


.... 


r 


— - 








60 


9 


6 


.... 


61 








60 


.... 


.... 


4 












86 




28 


.... 


.... 


60 


.... 


7 
13 
r 








60 
















95 












27 
18 


.... 


.... 


60 








9 


9 


64 


- — - 


.... 








60 








7K 
25 

1 


15 
5-6 


21 


18_ 


zz^- 


60 


%of 


^0 
Aver 
Who 

r 

r 

r 
r 
r 


age^ 
le 




. 3 


.... 


io~ 

39 
33 
10 
10 
11 


14 

25" 

35 

12 









65~" 


.... 


1 

1 
1 
2 
2 
1 
1 
1 
2 
1 
1 
1 
1 


"2" 


60 
60 


10 




60 
60 








64 












56 


















60 








r 

r 
r 
r 


r 


39 
19 
21 
21 
31 
24 
23 
23 
39% 


33 

24 

20 

21 

22 

26 

301 

23 

39% 


12" 




9 
41 
39 
39 
29 
26 


12 


.... 


60 








60 








60 








12" 


'9" 


60 








60 








r 

To 
Aver 

Wh^ 


age 
le 


60 


:::;; 




%of 


34 
3 


19~ 
1 


780 


21 


Y~ 








60 











and averages for the group. 



Appendix A 

Prescribed and Elective Work as compiled from University and College Catalogues for 1905 





LANGUAGE OTHER THAN 
ENGUEH 


LANGUAGE 


MATHEMATICS 


EXACT SCIENCES 


SOCIAL SCIENCES 


PHILOSOPHICAL 


MISCELLANEOUS 




1 
1 

It- 
1 

2C 

io 

63" 


ii 

lE 

i 

86 

i 

16 
1 

60"" 
39 


ELECTIVES 


— = 


1 

■5" 

■3" 
"3" 


1 
'3" 


-3" 


J 

3" 

1: 

- - 


1 
1 


1 

1 

i 
! 

lOT 

307. 

i_ 


■I 

1 

-3" 

I 


i 

'iii 


— 


1 
J 

I. 

12 
1 

I 

14% 
I 

k 


i 


1 


1 


1 


1 


1 

3!, 

11 

13% 

i_ 

3f 


■3" 


- 


1 


1 


i 


1 


1 


II 


II 


i 

E 

"" 
:::: 


.1 

i 


II 


II 


11 


1 
II 


1 


"2" 


1 


1 

i 


a 

1 
iiii 

;:: 


r 


1 

is 

"2" 
'11 

1 

1_ 


i 
■2-- 


1 


1 




1 


IJ 


! 

m 

IB 


1 

- 
3_ 


i 

24l 


i 


m'i 

i- - 

lip 

f6 : 

46 . 


1 

I 
J 
J 

: 1 
"! 

;;i 

:-. ! 
Hi 

::1 

"? 
:; j 

■■1 


1 

■4" 

2" 


f 


OotlED UNIVEBSITIES 

Totais;;;;;;;;;.- 

" COLLEOEB 
60 Bratln'Univirriity. 

Totals 

ItofRequirodWork.. 

66 Baltimore 

i IS-:;;;e; 

70 Mill. 


1 


2" 


'iU 




z 


;:;; 








T' 

i 


::;; 


E 

■■:: 


-2" 


2" 




.... 


60 


:::; 






•:e:; 




T- 


36 
»" 




2 


E 


E 


i 




;;;; 


:::: 


.'.. 


i 








....;:: .. ,:;:; 


T-IE 




f 


1 




1 


;;; 


E 


75S 

i 

r 
i 


:::: 


:::: 








1 

3 
1% 




1" 


-;: 


;;;■ 


86 


:::: 


;;-.; 


;;;; 


;;;; 




E 


;;;; 


""■■" :e""v'Ee 




.... 


.... 


1 


1" 
11 

ii' 
34" 


■9' 

1 

-9- 


1 


Ml' I 

25" : 
12 ; 


64 












::; 


3 


... 




" f 
hi 

i 

"T 

wir 


It 


™_ 


1^ 


E 


■3" 


: 


.... 


:::: 


i 


1 ^= 




::;- 




ii 


60 


Totals 


:::: 










780 








i. 


fe 




' 


21 






1 






.LANEOUS 




1910 

1 

1 


190S 

1 

6 


ELECTIVES 


w 


>> 

< 


1 


1^ 


.2 

s 


1 




II 






.5 


1" 


1 

ll 








r 
r 
2 


— - 


12 
13 

7 
15 


16K 
25 

3 
17 

3 

3 

3 
.... 

30 

3 
104 

9 

16% 


18 
15 
12 
12 
15 


.... 


33 
20 

21" 

30 

45 

21 

SdVz 

30>i 

29 


3 

12 
20 
12 
15 
12 

13" 
9 

14 
90 
8 


2 

2 

tc 
2 
2 
2 
2 
c 
2 
1 
2 


3 


.::: 


62 


1 


— - 


1 


60 
60 


1 






60 








60 








r 
r 
1 
4 
r 
4 

e r a 
of W 


r 
tals 
ge 
hole 


3 
9 

2M 

2 
10 

5 
78 

7 
11% 


60 

63 

60 

QOVz 

60 

60 








9 
12 
12 
12 
10 
127 
11 


24 
6 




























^■- 


tA» 


30~ 
3 


270 
24 


665 










60 


















3 
2 

4 
4 


r 

r 

r 

r 
r 


4 
10>i 
20 

8 
23 

2iy2 

15 
18 

7 
21 

3 
30 

3 

183 
14 
23% 


4 
20 
16 

22 
22 
20 
24 
12 

27H 
15 
3 
18 
21 
224 
17 
26% 








30 

12" 
9 


'2" 
2 


2 

1 
2 
2 
2 
1 
1 
1 
2 
1 
2 
1 
2 


"2" 


65H 

60 

65 

60 

60 

60 

60 

60 

60 

62 

60 

60 

60 

792 
60 








25 
12 
15 
20 
12 

15" 
10 

12 

12 

12 

15 

160 

12 


"§" 

12" 

8 

10 
38 

3 


24K 
12 
29 
10 
26K 
25 
15>-2 
43 
11 
23 
10 
5 
244 
19 


























20" 

11^2 

is" 


"2" 

"2" 

'A 








2 
2 
2 


























r 
4 


r 




















To 
Aver 
Who 


age 


100 
6 














.... 






%of 








:::: 





2 
2 

r 
1 

1 


— - 


26 
12 

48 
27 
30 
30 
20% 
18 
24 
12 
18 
9 
18 
294 
22 
37% 


22 
15 
48 
35 
43 
24 
22 
13 
38 
29 
10 

is" 

314 ' 
23 

38%. 






34 
40 
6 
43 
15 
20 
16 



50 

20^ I 
15 ] 


'2" 


c 


2 
2 
2 
2 

1 

^ 

1 
2 
2 
1 
2 
2 


. .. ( 




-- 






70 








64 













80 








18 
IC 
26 
12 
>4 
58 




70 


"" 


"e" 





t)6 


-- 








t>8 


-- 








1)2 


-- 








15" 
21 
2 


12 

15" 

27 . 


oO 


-- 








iO 


-- 


— - 


2 


— - 






19 

>29~ 

7 


.... 




%af 


~To 
Aver 
Who 


r 
lal 
age 

e 


i9 
70 
^7 
54 















Appendix B 

Prescribed and Elective Work as compiled from University and College Catalogues for 1909-10 





ENGLISH 


UANOUAGE 


MATHEMATICS 


EXACT SCIENCES 


SOCIA. SCIENCES 


SCIENCES 


MISCELLANEOUS 




1 

go/. 

i 


■°.5 
.1 

■ 
J_ 

?L 

1 
1 

1 
10 

3SVt 


ELECTIVES 


INSTITUTIONS 


1 


1 


! 


1 


1 


I 
« 

IT 

12 

? 
I 

iL 


■§■■ 
■3" 


1 


- 


1 

i 
h 

L 

??_ 

i 

i 
t 

62~ 

28% 

i 

71 H 
2«5 


j 


I 

:::: 


:;:: 


II 


1 

6 


1 


i 


f 
1 


1 
.... 


1 


1 


1 


1 

.... 
'4 


ll 

::: 


!i 


i 

•s 
s 


1 
s 


m 


1 

SI 


1 

:::: 
.... 


s 


1 


1 

1 


1 


1 


1 


i 


1 


j 
E 




1 

E 

if, 
1% 


1 
k 

f 
1 

1 
1 


1 


1 
12 

12 

I 


i 

a 


^1 
r 

? 

19 


1 

1" 

f 

If. 
ii" 


1 


Ij 


!i 


1 


ipEE 




:::: 


::;: 


::: 




E 


:::: 


1 

1 
[ 


;::: 


E 


^. 


:;;; 




.K 


i 


E 




I' 


1 
1 

j 

I 

\ 
I 

I 

2 


E 


« 


5 iE&;;;:;;;;; 
J =e;;e 


:;;; 




:;::" 


60 


Totals 

'""oNCVtROITIES 


::;. 


;;:: 


::: 


:::: 


¥ 

86 JS 

i 




E 


;;;; 


:::: 


Tot^^.'."'.'.'.'.'.'.'. 


---- 


:::; 




^ 
S 


::::: 


:: :::: 


2 




60~ 


i »:;;;;:;;;;; 


:;:: 


:::: 






.,,..;..-.:,: 


■ ■ ' 1 ';;:; 




i SiS;^;;;; 




:::: 


:::: 


:::: 


;;;; 


E 


:::; 




'M. 
Ii 


fo 










:::: 




i 










:::: 


:::: 


:::: 


.... 


;::: 


u«, 






i 








87 wLrvt^inu::::; 


:::: 


:;:: 


:::; 


::;: 




^3 


* of Prescribed wo,. 

















■3, usually 2, BiBnifies J 



LLANEOUS 




191C 

11 
1 


1905 

1 
■55 

n 

Oho 

d 


ELECTIVES 




>> 

1 

to 

< 




S2 


' .2 


1 


i 





■1 


1* 

'IS 

m 


1 s 

fa c 

^ > 


1" 


1 








r 





33^ 
17 


15 

25>t 


10" 


... 


26% 

30 

50 


30 
13 


2 
2 

1 


3 
2 

2 
2 
2 

1 
2 
3 
2 

1 


.... 


60 








60 












60 














* 


60 












24 


27 


9 

20 


6 


21 
40 


— - 


.... 

2 
.... 

2 


60 












60 












9 
16 
22 

9 
100 
10 


10 K 

30 

22 

15 

145 

14»/. 


60 


















44 

20 

15 

112 

11 


60 












9 
12 
51 

5 


9 
18 
33 

3 


"e" 

243 

24 


60 












60 


.... 


.... 




Aver 


tals' 
age 


600 


— 








60 






%of 


Who 


le 


16% 


20% 


















VA 










15 
15 

18 
86 


15 

31 

15 

86 

11 

35 

20 

22 

16 

26 

86 

32 

56 

95 

24 

28 

18 Ji 

12 

629 

34 

53% 


15 ' 

8 


20" 

8 


9 
10 
26 


36 


'2" 


2 
2 
3 
1 
2 
3 
2 
2 
1 
1 
2 
2 
1 
1 
2 
1 
2 
2 


'3" 

2 
"2" 


60 


.... 


..:: 


r 
r 

r 
r 


:::: 


60 
60 

86 


.... 


.... 


"""' 8 


6 


4 


28 
38 
40 
40 

34" 
2 
28 


46" 


1 

.... 
2 


60 










22 
20 
20 
16 
26 
84 
32 
56 
95 
24 
21 

8 

9 
575 
32 
50% 


60 
















54 












"9" 


"e" 


60 












61 












60 






.... 


.... 


4 


86 
60 












r 
r 

r 
r 
r 


.... 


60 














* 




95 






— 






27 
15 
13 

292 


30 

45 
163 
9 


— - 


60 


"" 


.... 


9 
9 

53 
3 


9 

47 
2 


60 
60 

62 






%of 


^0 

Aver 
Who 


age 

e 


1164 




.... 









64~ 










3 






r 
r 


:::: 


39 
21 
25 
15 
24 
31 


22 
27 
25 
15 
23 
23 






39 
21 
20 


15" 
45 
6 


:::: 


1 
2 
1 
2 
2 
1 
1 
1 
2 
1 
1 
1 




( 

.... 
.... 
.... ( 


60 








.... 


50 








50 












50 












VA 
L5 


.... 


22 
13 


51 












50 












50 












33 
24 
20 
21 
22 
26 
SOI 


39 
19 
21 
21 

n ] 
24 ] 
^06 ' 








27 


.... 


50 












L2 
9 

[2" 
8 


13 

9 


23 

27 
?9 
18 


>9 












16 












1O 


1 










58 


U 










57 






— 


~ln 


"ais" 


^ 


W~ 


— 


771 






%of 


Aver 
Who 


age 

e 


23 J 
39% . 


23 
59% 


6 


1 


L7 


7 




~~~~ 




59 















nd averages for the group. 



Appendix B 

Prescribed and Elective Work as compiled from University and College Catalogues for 1909-10 





ENGLISH 


LANGUAGE 


MATHEMATICS 


EXACT SCIENCES 


SOCIAL SCIENCES 


SCIENCES 


MISCELLANEOUS 




1= 

u 

24"" 

r 

i: 

1 

i 
1 

1 
I 

1 

i 
i 

soT 


1. 
11 

i 

Z5)s 

1 

SB 

i 
1 

1 

53';; 

1 

306" 


ELECTIVES 


,«sr,Tu.,o«s 


1 


1 


1 


1 


1 

1 


1 


1 


1 


1 
1 


1 


{ 


J 




i 


; 


1 
it" 

i 

10 
t 

I 
t 


1 

s. 
i 


;;;; 


1 


1 


1 


1 


1 


i! 


11 


1 

i 


1 

i 


ii 

:::: 
.... 

1 


11 

:::: 

:::: 


!l 


1 

I' 

I 
% 

""3" 


1 

1 


I 


1 

r 
"2"" 

1 




1 


! 


1 

IS 
f 

I 


- 



US 


;;;; 




%ol 


II 

llTo 

i 

in. 

r 

:::: 
1 


i 

T 

"4" 

"Itr 

II 


1 


1 


a 


ill 


1' 


P 


1 

!l 
i 


f, SSu-;;;;;;;;;; 


i; 


;;;; 






;;; 


1 

I_ 

i 


I 


L 


"3"" 


f 

i_ 

I 
10 


::;: 


.... 


L 


:::: 


"^ 


"6% 

T" 

10% 




;;;; 


:::: 


i" 






J' 

■5"" 

•1 

16" 
"6" 

"9"" 

V4 

II 

if^ 
12"" 
ii"" 
1- 

"6" 


"9"" 

t 

20"- 
4 

"9"" 

«I 

"6"" 


1 

r 

20 
22"" 

i 


t 

36 

i 
if 


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I 

\ 
I 

I 
I 
I 
1 

I 

i 

l 
f 

1 
1 

±- 


:::: 

T 
"2" 


i 

60 




:::: 


;;:: 


.L 


i 






E 


:::: 












6^ 


S SX"ouih;;;;;;; 

67 tFrench 

i IIHEe;;; 


J" 


t 


-9- 


"2"' 

I" 


;;:; 


.... 


.... 


.... 


tl 


i; 


a; 




::::|:::: 




i 

r? 

i 
i 


1 gii;;;;;; 

Totals... 

% of Required Work.. 

S ^lir!.".::;;:::::; 

Totals 

?t) of Required Work.. 


.... i«l 


L 




3 
1 


;;;; 




















■■■■v-'v-'" 


;;;:i;:.: 


_:::i-:: 








:;:: 











r 




;;;; 


---- 


3 


.... 




;::: 




;;;; 












i 

T" 


;;;;;;;; 


;:: 


;;;; 


:::: 


;;;; 




1 










:::: 


:::: 




.... 








.... 








63 


































%°l 






i» 












— 


— 


— 






Tabulations for num 



5 cataloffues. A number of eataloguea fi 



3 MS. has gone to p 






LIBRARY OF CONGRESS 



019 748 006 3 



